People learn anytime, everywhere. Learning acquired in all contexts is valuable for individuals, society, labour market and economic development.
Outcomes of prior learning in all contexts of life can be validated, recognised, and certified to give people wings to new perspectives and opportunities in education and training, employment, decent jobs and social inclusion.
Across the world, countries and regional communities increasingly recognize the value of non-formal and informal learning and many are establishing systems to acknowledge competencies gained through non-formal and informal modalities.
Kenya is excited to host experts to discuss Recognition of Prior Learning (RPL) and its future in Africa.
This forum which is timely and less than a year after Kenya embarked on the implementation of the RPL policy will examine RPL in lifelong learning policies, theories underpinning RPL, how to do RPL, as well as quality assurance of RPL.
The event will also provide an opportunity to reflect on the steps made towards implementation of RPL in Kenya as awe also share our experience with other countries.
It is important to note that Recognition of prior learning has been with humanity since time memorial. In the past, skills were passed down generations through learning by watching and doing.
Every community, narrowing down to tribes and clans had a craft that they were so proud of, to the extent of teaching their children, generation after generation. All along, in Africa and beyond, fathers taught their sons and daughters a trade that sustained a family and identified with it.
Models of RPL can be drawn back to the earliest federations when masters of craft inspected skills acquired by apprentices in order to determine their aptitude against the highest standards available at that time.
During the Industrial Revolution, the first formal apprenticeship programs started rolling out from the developed nations and they trickled down to the earliest civilizations of Africa like Egypt and South Africa.
Advancement of Recognition of Prior Learning in Africa, in 2021, right after the industrial and labour disaster that is attributed to the Covid-19 epidemic, Mozambique and Cape Verde joined South Africa in putting new legislations on RPL in their national qualifications systems.
In Mozambique particularly, the Technical and Vocational education and Training institutes supported 45 candidates with relevant work experience to be qualified in three sectors: Electricals, Welding, and Textile Operation.
In May 2021, Cape Verde supported a group of 20, professionals, trained and certified in the Foods and Drinks and Tourism sectors. Cameroon followed suit and is currently allowing individuals who could not complete formal education but are skilled in various fields and are open to learning and certification, to be assessed and certified through the RPL process.
It is crystal clear that Kenya has also joined other trailblazers regionally and continental in embedding RPL in its education system.
In March 2024, Kenya launched the national policy on RPL paving the way for a standardised process of identifying, documenting, assessing and certifying skills and competencies that are acquired informally and non formally.
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